- "Colors" chart (from Week 1)
- photographs and/or video taken during the week
- color
- darker
- lighter
- shade
MA Standards:
Speaking and Listening/SL.PK.MA.1: Participate in collaborative conversations with diverse partners during daily routines and play.
Language/L.PK.MA.1: Demonstrate use of oral language in informal everyday activities.
Language/L.PK.MA.6: Use words and phrases acquired through conversations, listening to books read aloud, activities, and play.
Head Start Outcomes:
Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences.
Language Development/Expressive Language: Uses language to express ideas and needs.
PreK Learning Guidelines:
English Language Arts/Language 2: Participate actively in discussions, listen to the ideas of others, and ask and answer relevant questions.
Talk Together: Color Review
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
STEM Key Concepts: There are many different colors; A color can have many different shades (from very light to very dark)
ELA Focus Skills: Color Recognition, Listening and Speaking, Vocabulary
Review the color explorations from the week. Display the photographs or the video of children exploring color this week.
- Have children share how they made various shades of color in their ice cube trays. Encourage the use of key terms, such as shade, lighter, and darker, and to speak in complete sentences. For example, In this photograph, Jennetta found green needles that were darker than the leaves. Look how Jack used clear water to make a lighter shade of blue.
Revisit the “Colors” chart and record any new observations children want to add. Read the completed chart, demonstrating how to track the print from left to right on the first line, then sweep from the end of that line to the beginning of the next, and again move from left to right.
Adaptation: If children have difficulty putting their ideas into words, provide sentence frames for them to complete, such as I added <clear water/food coloring> to make the blue <lighter/darker>. I found one leaf that was <lighter/darker> than all the others.